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Jenna Vandenberg's avatar

I love the idea of revision weeks and assignment weeks

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Terry underwood's avatar

Hi David, Sorry about your dance with COVID. I’ve read several posts in the STEM domain about the usefulness of target outcomes, success-not yet, and so on. So far a few points raise questions.

1. In every case the math teacher makes an individual list of targets, and it seems like the course is tightly organized and coherent. Must these targets be individually authored? Is there some way teachers can collaborate so that the work is shared? My experience at the university is as a professor of language and literacy—teachers used to collaborate to do this sort of planning with multiple benefits. I don’t see it happening much. Maybe it is and I just don’t know about it.

2. There is a lot of what some have called “I-ness” in the posts of STEM teachers involved in ungrading. I did this, I thought that, etc. don’t get me wrong. I’m not trying to offend. The same is especially true among English teachers, my wheelhouse. The effect is sharing “my” experience, which makes me think an effort inside the institution to build a structure inside say Center for Teaching and Learning where all this individual work can become fingertip tools for everyone.

3. Do you involve students in self-assessment before you assess their work? Do they have any peer assessment and feedback? In this ungraded perspective which is highly individualized, what is the role of student collaboration?

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